POS1095 E-LEARNING AND PRACTICAL PERFORMANCE IN MUSCULOSKELETAL ULTRASOUND - A MULTICENTER RANDOMIZED STUDY
Authors: S. M. D. Carstensen, S. A. Just, M. Velander, L. Konge, M. Slusarczyk Hubel, T. R. Savarimuthu, M. Pfeiffer-Jensen, M. Østergaard, L. Terslev
Journal: Annals of the Rheumatic Diseases (2023)

<h3>Background</h3> The COVID-19 pandemic has forced a change in the teaching approach when educating physicians. Several training programs have been digitally transformed, including complex procedures such as ultrasound [1]. Recent studies have suggested the possibilities for practicing theoretical and practical ultrasound skills using online platforms, e.g., e-learning [2]. Even though the effect of e-learning on theoretical knowledge is unquestionable, the impact on practical skills is unknown. Thus, it is essential to examine the effect of e-learning on the development of practical skills. <h3>Objectives</h3> To examine the effect of pre-course e-learning on residents' practical performance in musculoskeletal ultrasound (MSUS). Moreover, to examine the effect of pre-course e-learning on residents' satisfaction with the following face-to-face MSUS course. <h3>Methods</h3> We designed a multi-center randomized controlled study following the CONSORT statement. Residents with no or little MSUS experience were randomized to either an e-learning group or a traditional group. One week before a 2-day face-to-face MSUS course, the e-learning group received access to an interactive platform consisting of online lectures, assignments, and practical instruction videos aligned with the content of the following course. The traditional group only received standard pre-course information (program, venue, and time). All participants performed a pre- and post-course practical MSUS examination and were assessed by two individual raters, blinded to the group allocation, using the validated Objective Structured Assessment of Ultrasound skills (OSAUS) tool. Finally, the participants filled out a subjective satisfaction questionnaire, the Intrinsic Motivation Inventory (IMI). <h3>Results</h3> Twenty-eight participants completed the study. There were no statistically significant differences in the pre- or post-course practical MSUS performance between the e-learning group and the traditional group; the mean pre-course OSAUS score (±SD) in the e-learning group was 5.4±3.7 compared to 5.2±2.4 in the traditional group, p=0.8, whereas the post-course OSAUS score in the e-learning group was 11.1±2.8 compared to 10.9±2.4 in the traditional group, p=0.8 (Figure 1). There was a significant difference between the mean pre- and post-course scores (p&lt;0.001) for both groups. The OSAUS assessment tool demonstrated excellent inter-rater reliability (ICC=0.84). There were no significant differences between the groups regarding their subjective satisfaction with the course measured by the IMI score. <h3>Conclusion</h3> We found no significant impact of pre-course e-learning on novices' acquisition of practical MSUS skills or on trainees' satisfaction with the course. Hands-on training is of utmost importance and improves MSUS performance significantly. The OSAUS assessment tool is an applicable tool for the assessment of trainees' MSUS competences and demonstrated excellent interrater reliability. <h3>References</h3> [1]Strobel D et al. Ultraschall Med 2022; 43:428-434. [2]Kan TL et al. Adv Med Educ Pract 2015; 6:171-175 <h3>Acknowledgements</h3> We would like to express our appreciation to the residents, healthy volunteers, and raters who donated their time to participate in this study. Moreover, the authors thank Søren Grimstrup for statistical assistance. We would like to thank the TOYOTA foundation for financial support for the purchase of an ultrasound machine. <h3>Disclosure of Interests</h3> None Declared.